2010 Saskatchewan Curriculum. Physical Education

Transcription

1 2010 Saskatchewan Curriculum Physical Education 1

2 Physical Education 1 ISBN Physical education and training (Elementary school) - Saskatchewan - Curricula. 2. Competency-based education - Saskatchewan. Saskatchewan. Ministry of Education. Curriculum and E-Learning. Humanities Unit. All rights are reserved by the original copyright owners.

3 Table of Contents Acknowledgements v Introduction Core Curriculum Broad Areas of Learning Lifelong Learners Sense of Self, Community, and Place Engaged Citizens Cross-curricular Competencies Developing Thinking Developing Identity and Interdependence Developing Literacies Developing Social Responsibility K 12 Aim and Goals of Physical Education Active Living Goal Skillful Movement Goal Relationships Goal An Effective Physical Education Program Developing Physical Literacy Constructing Understanding through Inquiry Learning through Critical, Creative, and Powerful Strategies Meeting the Needs of All Students Planning Achieving Grade Specific Curricular Outcomes Outcomes and Indicators Assessment and Evaluation of Student Learning Assessment and Evaluation in Physical Education Connections with Other Areas of Study Glossary References Feedback Form Physical Education 1 iii

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5 Acknowledgements The Ministry of Education wishes to acknowledge the professional contributions and advice given by: teachers First Nations Elders university professors other educators and community members in the development of the Grade 1 Physical Education Curriculum. Physical Education 1 v

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7 Introduction Physical education is a Required Area of Study in Saskatchewan s Core Curriculum. The provincial requirement for Grade 1 Physical Education is 150 minutes of instruction per week (Core Curriculum: Principles, Time Allocations, and Credit Policy, 2009) for the entire school year. Ideally, physical education will be scheduled daily in order to provide opportunities for students to develop positive attitudes toward active living, to gain self-confidence as skillful movers, and to promote personal, social, cultural, and environmental growth and appreciation. Quality daily physical education, as part of the entire learning experience concerned with educating the whole person, will support students in developing a solid foundation for a balanced life. This curriculum provides the intended learning outcomes that Grade 1 students are expected to achieve in physical education by the end of the year. Indicators are included to provide the breadth and depth of learning required by the outcomes. The learning experiences provided for students in Grade 1 will contribute to student achievement of the provincial Goals of Education by the end of Grade 12. The Grade 1 Physical Education curriculum provides: direction for supporting student achievement of the provincial Goals of Education through attending to the Broad Areas of Learning and the Cross-curricular Competencies within the physical education program the K 12 aim and goals of physical education in Saskatchewan the critical characteristics and philosophical foundations of effective physical education programs the learning outcomes for Grade 1 Physical Education that are based in research indicators related to the outcomes (i.e., evidence of student understanding) to enable teachers to assess the degree to which students have achieved each outcome a sample assessment rubric and evaluation guide for physical education ideas for connecting physical education with other subject areas. This curriculum also provides an introduction to pedagogical understandings necessary for the effective teaching of physical education. Additional support materials that explore and demonstrate these pedagogical understandings are also available (see resource lists on the Ministry website). Research findings... support the inclusion of Physical Education in the overall educational experiences of children and illustrate the value of Physical Education in the holistic development of students. (Hickson & Fishburne, n.d., p. 6) Students who are physically educated are: Able to make connections between all aspects of human nature (physical, emotional, mental, and spiritual) Working towards balance, harmony and interconnectedness on their journey Persevering, setting goals, learning patience, enjoying the benefits of a physically active lifestyle that leads to a state of wholeness and wellness and sharing this knowledge with others. (Kalyn, 2006, p. 195) Physical Education 1 1

8 Core Curriculum Core Curriculum is intended to provide all Saskatchewan students with an education that will serve them well regardless of their choices after leaving school. Through its four components and various initiatives, Core Curriculum is intended to support student achievement of the Goals of Education for Saskatchewan. For current information regarding Core Curriculum, please refer to Core Curriculum: Principles, Time Allocations, and Credit Policy found on the Saskatchewan Ministry of Education website. For additional information related to the various components and initiatives of Core Curriculum, please refer to the Ministry website ( for policy and foundation documents including the following: Understanding the Common Essential Learnings: A Handbook for Teachers (1988) Objectives for the Common Essential Learnings (CELs) (1998) Renewed Objectives for the Common Essential Learnings of Critical and Creative Thinking (CCT) and Personal and Social Development (PSD) (2008) The Adaptive Dimension in Core Curriculum (1992) Policy and Procedures for Locally-developed Courses of Study (2010) Connections: Policy and Guidelines for School Libraries in Saskatchewan (2008) Diverse Voices: Selecting Equitable Resources for Indian and Métis Education (2005) Gender Equity: Policies and Guidelines for Implementation (1991) Instructional Approaches: A Framework for Professional Practice (1991) Multicultural Education and Heritage Language Education Policies (1994) Physical Education: Safety Guidelines for Policy Development (1998) Classroom Curriculum Connections: A Teacher s Handbook for Personal-Professional Growth (2001). 2 Physical Education 1

9 Broad Areas of Learning There are three Broad Areas of Learning that reflect Saskatchewan s Goals of Education. K 12 physical education contributes to the Goals of Education through helping students achieve knowledge, skills, and attitudes related to these Broad Areas of Learning. Lifelong Learners Students who are engaged in constructing and applying physical education knowledge naturally build the ability to continue learning in this area of study. Throughout their study of physical education, students will develop a holistic balance in the attitudes, understandings, skills, tactics, and strategies necessary to learn in various movement activity settings. Students will develop skills in transferring this learning to a variety of contexts thus supporting them as lifelong learners. Sense of Self, Community, and Place In physical education, students will experience multiple opportunities to grow in all aspects of their lives, while learning to share these understandings as they support others in achieving a balanced self. In striving for this balance, students will better be able to contribute to the development of healthy individuals, families, and communities. Engaged Citizens In physical education, students will experience opportunities to initiate, plan for, and lead positive change that will enhance the personal well-being of self and others. Students will reflect on the various influences that affect decisions and engage in opportunities to contribute to social, cultural, and environmental activities that will benefit all citizens. Related to the following Goals of Education: Basic Skills Lifelong Learning Positive Lifestyle Related to the following Goals of Education: Understanding and Relating to Others Self-concept Development Spiritual Development Related to the following Goals of Education: Career and Consumer Decisions Membership in Society Growing with Change Cross-curricular Competencies The Cross-curricular Competencies are four interrelated areas containing understandings, values, skills, and processes which are considered important for learning in all areas of study. These competencies reflect the Common Essential Learnings and are intended to be addressed in each area of study at each grade level. Developing Thinking Learners construct knowledge to make sense of the world around them. Their understanding develops through thinking contextually, creatively, and critically. In Grade 1 Physical Education, students K-12 Goals for Developing Thinking: thinking and learning contextually thinking and learning creatively thinking and learning critically Physical Education 1 3

10 will explore, create, express, communicate, and apply deeper understandings of skillful physical movement, active living, and relationships and the interconnectedness of the three. Students will begin to think contextually about movement and relationships. They will begin to understand how different experiences influence their thinking. K-12 Goals for Developing Identity and Interdependence: understanding, valuing, and caring for oneself understanding, valuing, and caring for others understanding and valuing social, economic, and environmental interdependence and sustainability K-12 Goals for Developing Literacies: constructing knowledge related to various literacies exploring and interpreting the world through various literacies expressing understanding and communicating meaning using various literacies K-12 Goals for Developing Social Responsibility: using moral reasoning engaging in communitarian thinking and dialogue taking action Developing Identity and Interdependence The ability to act autonomously in an interdependent world requires an awareness of the natural environment, of social and cultural expectations, and of the possibilities for individual and group accomplishments. It assumes the possession of a positive selfconcept and the ability to live in harmony with others and with the natural and constructed world. To achieve this competency requires understanding, valuing, and caring for oneself and others, and understanding and valuing social and environmental interdependence and sustainability. In physical education, Grade 1 students explore and discover who they are and how they can influence their own growth. They begin to demonstrate attitudes and skills for supporting the growth of others in both independent and cooperative ways. Developing Literacies Literacies provide a variety of ways, including the use of various language systems and media, to interpret the world and express understanding of it. Literacies involve the evolution of interrelated skills, strategies, and knowledge that facilitate an individual s ability to participate fully and equitably in a variety of roles and contexts school, home, and local and global communities. To achieve this competency requires developing skills, strategies, and knowledge related to various literacies in order to explore and interpret the world and to communicate meaning. Grade 1 students develop multiple literacies to support their deeper understanding of self physically, emotionally, mentally, and spiritually. Developing Social Responsibility Social responsibility is how people positively contribute to their physical, social, and cultural environments. It requires the ability to participate with others in accomplishing common goals. This competency is achieved through using moral reasoning processes, engaging in communitarian thinking and dialogue, and taking social action. In physical education, Grade 1 students will develop personal skills to support socially responsible behaviour that is considerate of others and respectful of individual differences. 4 Physical Education 1

11 K 12 Aim and Goals of Physical Education The K 12 aim of the physical education curriculum is to support students in becoming physically educated individuals who have the understandings and skills to engage in movement activity, and the confidence and disposition to live a healthy, active lifestyle. The K-12 goals are broad statements identifying what students are expected to know and be able to do upon completion of study in a particular area of study. The goals of physical education are interdependent and are of equal importance. The three goals for students from Kindergarten to Grade 12 are: Active Living Enjoy and engage in healthy levels of participation in movement activities to support lifelong active living in the context of self, family, and community. Skillful Movement Enhance quality of movement by understanding, developing, and transferring movement concepts, skills, tactics, and strategies to a wide variety of movement activities. Relationships Balance self through safe and respectful personal, social, cultural, and environmental interactions in a wide variety of movement activities. Active Living Goal Active living is a concept that goes beyond the physiological aspects of participation in movement activity to encompass the mental, emotional, spiritual, and social dimensions that make up the entire physical experience. Active living is about individual well-being. How we experience well-being is uniquely personal; it varies over time and among individuals. Active living is also social and it goes beyond a traditional focus on individual lifestyle choices and emphasizes the physical and social environments that facilitate or hinder people s ability and motivation to be active. These environments are shaped by and with families, in the communities where people live, learn, work, and play. Active living comes to life in community settings of all kinds. The Active Living goal emphasizes the need for children to participate in authentic learning experiences that are enjoyable and that lead to deeper understandings about physical fitness. Children benefit from play and purposeful play will support students in being active for life. To support personal well-being, opportunities for students to enhance each of the components of health-related fitness are interwoven throughout the program. A well-balanced physical education program goes a long way towards ensuring that the Active Living goal is achieved by all students. By teaching students the concepts of how much, how often, and how long to engage in physical activity, physical educators can promote self-responsibility and independent, lifelong activity patterns.... ageappropriate activities must be used to teach (health-related) fitness concepts from grade to grade. (Gilbert, 2004, pp ) Physical Education 1 5

12 Children who possess inadequate motor skills are often relegated to a life of exclusion from the organized and free play experiences of their peers, and subsequently, to a lifetime of inactivity because of their frustrations in early movement behaviour. (Seefeldt, Haubenstricker, & Reuschlen [1979] in Graham, Holt/ Hale, & Parker, 2007, p. 28) The focus on holistic education is on relationship the relationship between linear thinking and intuition, the relationship between mind and body, the relationship between the various domains of knowledge, the relationship between the individual and the community, and the relationship between self and self. In a holistic curriculum the student examines these relationships so that he or she gains both relationship awareness and the skills necessary to transform the relationship where necessary. (Smith, 2001, p. 83) 6 Skillful Movement Goal The opportunity to move is important but learning the hows and whys of movement is more important if children are to gain the confidence and ability to participate in a variety of movement activities. This Skillful Movement goal addresses all aspects of effective motor learning with students gaining a deeper understanding of the transferability of movement skills from one movement activity to another. Rather than students learning the skills of a particular game or sport, Grade 1 students learn the foundations of movement. They continue to develop an understanding of how to move their bodies efficiently and effectively. Students are more willing to engage in movement activities if they know how to move skillfully, and understand the concepts, tactics, and strategies that support skillful and enjoyable participation. Through involvement in authentic learning experiences, students deepen their understanding of how to move which transfers to using these skills within meaningful contexts in future years. A life of active living is more likely to be a reality if students are confident in their ability to move, and if they have an understanding of, and have the ability to apply, the whats, whys, and hows of skillful movement. Relationships Goal Relationships is a multi-faceted word in the context of the Relationships goal for physical education. On a personal level, students will develop a deeper understanding that will enhance their physical, emotional, mental, and spiritual selves through and within movement experiences. Students will also engage in a variety of experiences to support growth as social beings, whether it be cooperatively creating and performing movements, making decisions collectively about tactics to use in games, or leading others in movement activities. In turn, as students develop their social skills, students will strengthen who they are as individuals. The Relationships goal also promotes the translation of cultural awareness into action. Authentic multicultural curricula in physical education honour and help to preserve the cultural traditions of the many groups that are part of our society. This includes the games, dances, languages, celebrations, and other forms of physical culture. When students become aware of cultural groups, values, and practices of various cultures, students are better able to engage in multiple, diverse relationships. Through experiences in physical education, students interact both with and within their environment. Practising and internalizing the behaviours that show a respect for both the natural and the constructed environment has a significant impact on lifelong practices. This focus within the Relationships goal includes everything from proper use of equipment in the gymnasium, to making enhancements to the natural environment. Physical Education 1

13 Figure 1. Physical Education Connections to other Areas of Study Social Studies Active Living Language Arts Thinking Sense of Self, Community, and Place Identity and Interdependence Health Education Skillful Movement Physical Education Lifelong Learners Engaged Citizens Arts Education Relationships Social Responsibility Literacies Mathematics Science An Effective Physical Education Program There are six characteristics emphasized in this curriculum that are components of an effective physical education program. Student learning is supported by a program that: focuses on achieving physical literacy provides meaningful contexts, key ideas, and questions for Elementary Level students to explore teaches students how to use critical, creative, and powerful learning strategies sees teachers planning to meet the needs of all students is planned purposefully based on the curriculum is defined by the grade specific outcomes. Physical Education 1 7

14 Our physical movements can directly influence our ability to learn, think, and remember. It has been shown that certain physical activities that have a strong mental component, such as soccer or tennis, enhance social, behavioral, and academic abilities. Evidence is mounting that each person s capacity to master new and remember old information is improved by biological changes in the brain brought on by physical activity. Our physical movements call upon some of the same neurons used for reading, writing, and math. Physically active people report an increase in academic abilities, memory, retrieval, and cognitive abilities. What makes us move is also what makes us think. Certain kinds of exercise can produce chemical alterations that give us stronger, healthier, and happier brains. A better brain is better equipped to think, remember, and learn. (Ratey, 2001, p. 178) Developing Physical Literacy Physical literacy can be described as the ability and motivation to capitalize on our movement potential to make a significant contribution to our quality of life. As humans, we all exhibit this potential; however, its specific expression will be particular to the culture in which we live and the movement capacities with which we are endowed. An individual who is physically literate: moves with poise, economy, and confidence in a wide variety of physically challenging situations. is perceptive in reading all aspects of the physical environment, anticipating movement needs or possibilities and responding appropriately to these, with intelligence and imagination. has a well established sense of self as embodied in the world. This, together with an articulate interaction with the environment, engenders positive self esteem and self confidence. develops fluency in self-expression through non-verbal communication and perceptive and empathetic interaction with others. can identify and articulate the essential qualities that influence the effectiveness of own movement performance, and has an understanding of the principles of embodied health, with respect to basic aspects such as exercise, sleep and nutrition. Counteracting Myths (Whitehead, 2006) The vision of physical education and the physically literate individual presented in this curriculum counteracts common myths: Myth: Physical education is not an integral part of a student s learning experience. It is an extra. Fact: Physical education is a Required Area of Study in Saskatchewan. It is interconnected with all other subject areas in the pursuit of educating the whole person. It involves students directly in thinking, creating meaning, and learning how to learn. Myth: Committing time to physical education programs may be detrimental to student achievement in other subject areas. It is important to focus on the academic subjects because those are the ones that will determine a student s success in life. Fact: Daily participation in physical education can improve students success in all areas of study. Adding to the growing body of research extolling the cognitive benefits of physical exercise, a recent study concludes that mental focus and concentration levels in young 8 Physical Education 1

15 children improve significantly after engaging in structured physical (movement activities) (Caterino & Polak [1999], in Blaydes, n.d., p. 2). Myth: As long as the children are active, having fun, and behaving, they are engaged in a quality physical education program. Fact: Active play and enjoyment are important aspects of a quality physical education program but are not the final indicators of a beneficial program that will support children to be physically literate. Teachers need to plan purposeful learning experiences for students around the whats, hows, and whys of being active, moving skillfully, and securing strong relationships. Students who develop deeper understandings in these areas will be more willing and able to engage in active living for life. Teachers need to teach for understanding and skill through enjoyable participation in movement activity. Myth: The main purpose of physical education is to help students achieve excellence in games and sports. Fact: Physical education is a multifaceted process that teaches a wide range of concepts, tactics, strategies, skills, and deeper understandings with the aim of the students becoming physically educated, physically fit, able to enjoy a variety of movement activities, able to interact positively in a variety of situations, and committed to lifelong wellbeing. It is a continuing process of articulated, sequential development of skills, talents, attitudes, and behaviours. Myth: Physical education only addresses the physical components of the individual. Fact: Although physicality is of primary focus within physical education classes, it cannot stand alone. As holistic beings, we must recognize the spiritual, mental, and emotional aspects of human nature as well. These dimensions of our being must all work together as we strive for balance, harmony, and wellness. Myth: Physical education focuses on the more athletically gifted. Fact: All students have the potential to become physically literate, and an effective physical education program will benefit all young people regardless of their interests, skills, or abilities. Myth: Physical education should be similar to training highly skill and drill oriented. It should be mainly a mechanical process with drill and practice instructional methods being the most effective. Fact: In physical education, emphasis must be placed on a broad spectrum of learning and personal development. Learning involves thinking and feeling, being active and processing information, thinking critically and making decisions, not just using skills. Teachers Physical Education 1 9

16 need to provide students with a diversity of learning experiences that provide students with multiple ways of showing what they know. A Quality Physical Education program includes: Well planned lessons incorporating a wide range of activities. A high level of participation by all students in each class. An emphasis on fun, enjoyment, success, fair play, self-fulfillment, and personal health. Appropriate activities for the age and stage of each student. Activities which enhance cardiovascular systems, muscular strength, endurance, and flexibility. Creative and safe use of facilities and equipment. (Canadian Association of Health, Physical Education, Recreation, and Dance, 2006) Inquiry is a philosophical stance rather than a set of strategies, activities, or a particular teaching method. As such, inquiry promotes intentional and thoughtful learning for teachers and children. (Mills & Donnelly, 2001, p. xviii) Myth: Students should carry out a variety of physical fitness activities but do not need to understand why they are doing so. Fact: Learning cognitively is as important to physical education as learning specific movement skills. Students need to know why they are learning what they learn in physical education and how they are benefiting personally. Then, they will be more likely to accept responsibility for their own learning and commit to active living to enjoy the benefits of physical education over the long term. Myth: Physical education programs that provide students with a diversity of movement experiences may be detrimental to doing one s best in a particular activity. It is important to focus on a specific activity (or sport) in order to do really well. Fact: A well-planned, comprehensive physical education program helps children and youth develop all their abilities and talents rather than focusing exclusively on a narrow range. Because children and youth change and grow over time, they should be encouraged to become well-rounded. They should be encouraged to become proficient in, and appreciate a wide variety of, movement activities from which to choose wisely. As the educator, you may need to go outside of your comfort zone to provide activities you may not be comfortable teaching to students. This may require collaboration with colleagues, community members, and provincial organizations to ensure that activities are properly introduced. (Adapted by permission from the California Department of Education, CDE Press, 1430 N Street, Suite 3207, Sacramento, CA 95814) Constructing Understanding through Inquiry Inquiry learning provides students with opportunities to build knowledge, abilities, and inquiring habits of mind that lead to deeper understanding of their world and human experience. The inquiry process focuses on the development of compelling questions, formulated by teachers and students, to motivate and guide inquiries into topics and issues related to curriculum content and outcomes. Inquiry is more than a simple instructional strategy. It is a philosophical approach to teaching and learning, grounded in constructivist research and methods, which engages students in investigations that lead to disciplinary and transdisciplinary understanding. Inquiry builds on children s inherent sense of curiosity and wonder, drawing on their diverse backgrounds, interests, and experiences. The process provides opportunities for students to become active participants in a collaborative search for meaning and understanding. 10 Physical Education 1

17 Figure 2. Constructing Understanding through Inquiry Curriculum Outcomes What are the things we wonder about and want to know more about? What questions do we have about the deeper mysteries or aspects of life? Reflect and Revise Plan Explore Interpret Collaborate Analyze Conclude Investigate How are we going to proceed? Create Reflect and Revise Observe Acknowledge Sources Synthesize Document Processes Resources What have we discovered and how will we show our deeper understanding? How are we going to use what we have discovered (e.g., apply, act, implement)? Students who are engaged in inquiry: construct deep knowledge and deep understanding rather than passively receiving information are directly involved and engaged in the discovery of new knowledge encounter alternative perspectives and differing ideas that transform prior knowledge and experience into deep understandings transfer new knowledge and skills to new circumstances take ownership and responsibility for their ongoing learning and mastery of curriculum content and skills. (Adapted from Kuhlthau, Maniotes, & Caspari, 2007) Inquiry learning is not a step-by-step process, but rather a cyclical process, with various phases of the process being revisited and rethought as a result of students discoveries, insights, and coconstruction of new knowledge. Physical Education 1 11

18 Effective Questions for Understanding: cause genuine and relevant inquiry into the important ideas and core content. provide for thoughtful, lively discussion, sustained inquiry, and new understanding as well as more questions. require students to consider alternatives, weigh evidence, support their ideas, and justify their answers. stimulate vital, ongoing rethinking of key ideas, assumptions, and prior lessons. spark meaningful connections with prior learning and personal experiences. naturally recur, creating opportunities for transfer to other situations and subjects. (Wiggins & McTighe, 2005, p. 110) Inquiry prompts and motivates students to investigate topics within meaningful contexts. The inquiry process is not linear or lock-step, but is flexible and recursive. Experienced inquirers will move back and forth among various phases as new questions arise and as students become more comfortable with the process. Well-formulated inquiry questions are broad in scope and rich in possibilities. Such questions encourage students to explore, observe, gather information, plan, analyze, interpret, synthesize, problem solve, take risks, create, conclude, document, reflect on learning, and formulate new questions for further inquiry. Creating Questions for Inquiry in Physical Education Teachers and students can begin their inquiry at one or more curriculum entry points; however, the process may evolve into transdisciplinary integrated learning opportunities, as reflective of the holistic nature of our lives and interdependent global environment. It is essential to develop questions that are evoked by student interests and have potential for rich and deep learning. Compelling questions are used to initiate and guide the inquiry and give students direction for developing deep understandings about a topic or issue under study. The process of constructing compelling questions can help students to grasp the important disciplinary or transdisciplinary ideas that are situated at the core of a particular curricular focus or context. These broad questions will lead to more specific questions that can provide a framework, purpose, and direction for the learning activities in a lesson, or series of lessons, and help students connect what they are learning to their experiences and life beyond school. In physical education, effective questions are the key to fostering students critical thinking and problem solving. Questions such as How should we respond when we are playing and someone else is cheating? and What are some activities we can participate in that will help to make our heart stronger? are examples of questions that will lead to deeper understanding. Questioning should also be used to encourage students to reflect on how their actions and behaviours affect and are affected by others. Questions could be Whose job is it to make sure we are physically active every day? and Is there ever a time when we are playing that we do not need to cooperate?. Examples of questions to support students deeper understanding appear throughout the indicators related to different outcomes. Effective questioning is essential for student learning and these questions should be an integral part of teacher planning. 12 Physical Education 1

19 Learning through Critical, Creative, and Powerful Strategies Critical and creative thinking is a central component of learning. Within physical education, one focus should be on reflective thinking that is used to make reasonable and defensible decisions about movement tasks or challenges (McBride, 1992, p. 115). More importantly, students need to experience opportunities to use critical and creative thinking within movement performance to understand more deeply the hows and whys of movement. Teachers should plan for authentic learning experiences that will support students in exploring, questioning, reflecting, and making decisions to develop deeper understanding that will lead to the transfer of learning to new situations. Grade 1 students need opportunities to think critically and creatively to promote deep thinking and deep understanding. Meeting the Needs of All Students An inclusive physical education environment is one which provides the opportunity for students of all abilities and interests to participate with their peers. Inclusive physical education recognizes the inherent value and strengths of each student, the need for independence and self-determination, and the right to choice. Inclusive physical education provides all students, including students with disabilities, the opportunity to enhance personal fitness, acquire motor skills, increase knowledge and understanding of movement, and strengthen their psychosocial well-being. Teachers can provide all students with the knowledge, understandings, and skills they need to live an active life appropriate to their abilities and interests (Rizzo, Davis, & Toussaint, 1994). All students can learn about the talents, challenges, and abilities of all classmates, including those with disabilities. Students learn to appreciate that individual differences exist between people, and they learn that participating in an activity in a different way does not lessen its value. Inclusion recognizes the inherent value, dignity, and worth of each student, and reduces perceived differences among students. The process of identifying each student s needs and accommodating them in a dignified and effective manner is the key to ensuring full and meaningful participation in physical education. All students can benefit from adaptations to the learning environment and/or learning experience. They will all benefit when teachers use a variety of instructional strategies. Ideally, all students should achieve curriculum outcomes in authentic ways when basic adaptations are made. Teachers will need to make individualized adaptations to meet the needs of some students as these students work towards achieving the grade specific outcomes. Physical education teachers can seek Teachers should challenge and encourage all students, regardless of ability, to take healthy risks that support personal growth and development. Dignity is fostered when authentic risk taking occurs. Physical Education 1 13

20 Because of the importance students place on feeling confident in their abilities, Physical Education teachers should work diligently to create opportunities for all of their students to experience success. (Humbert, 2005, p. 12) support from the school team, the school division team, and outside agencies to gain ideas on how best to work with students who have specific individual needs. Adjustments can be made in instructional material, methods, and/or the learning environment in order to assist all students in achieving the outcomes. When teachers are initially given the challenge and opportunity of planning physical education for a student with a disability, feelings of uncertainty are to be expected. This may be due to a lack of information and experience that will change as teachers become more familiar with each student s strengths, interests, and abilities. (For more information about Moving to Inclusion (1994) and facilitating inclusive physical education opportunities for students with a disability, contact the Active Living Alliance for Canadians with a Disability (ALACD) at or ala@ala.ca.) Planning Teachers can create authentic learning opportunities for their students through purposeful planning. The curriculum outcomes are the starting point for all planning. Year Planning The sample year plan provided on page 17 is based on the following assumptions and recommendations: Instructional physical education is scheduled for 150 minutes a week. Physical education classes are scheduled for at least 30 minutes a day, every day throughout the school year. Active physical education classes will take place in many locations such as the classroom, the hallways, the school yard, community facilities, and beyond. Instructional physical education will occur regardless of scheduled gym time. All outcomes will be addressed initially by the teacher with the teacher planning to set the context for learning so as to engage the students in the learning process. To support students in achieving the outcomes, teachers will also need to plan extending and applying/challenging learning experiences. Initiating is teacher-led and is the introduction to the new learnings related to knowledge, understandings, skills, and attitudes. Extending is teacher-led and builds on previously introduced learnings to support students in growth towards achieving the outcomes. 14 Physical Education 1

21 Applying/challenging is teacher-facilitated with the teacher guiding students through learning experiences that challenge students to apply the knowledge, understandings, skills, and attitudes gained through previous learning opportunities. All outcomes are interconnected and interdependent. Any combination of outcomes can be the focus for a time frame of instruction. Teachers should look for the connections when planning and make the connections when teaching. This will support students in developing the deeper understandings towards achieving the K-12 goals for physical education by the end of Grade 12. Teachers begin by mapping out a year plan for the scaffolding of learning. The teachers first consider a progression for student learning that will support the students in achieving each outcome by the end of the year. Teachers then plan for making connections between the outcomes. This will help the teachers identify how and when to initiate and extend learnings, as well as when to challenge students to apply their learnings to ensure that students achieve the outcomes by the end of the year. Suggested Yearly Minimum Time Commitment to Outcomes Table 1 (on the following page) provides a recommended amount of time to commit to each outcome. Even though the focus of time is not equal for all outcomes, each outcome is important and teachers should plan to initiate and extend learnings for all outcomes. Physical Education 1 15

22 Table 1. Recommended Hours for Each Outcome Suggested Minimum Time Commitment to Outcomes Initiating Suggested Hours of Focus Extending Applying/ Challenging Total Hours Outcome 1.1 Health-related Fitness Outcome 1.2 Active Living Outcome 1.3 Locomotor Skills Outcome 1.4 Non-locomotor Skills Outcome 1.5 Manipulative Skills Outcome 1.6 Movement Variables Outcome 1.7 Rhythmical Movement Outcome 1.8 Play Strategies and Skills Outcome 1.9 Safety and Cooperation Outcome 1.10 Relationships Sub total Flexible Attention (Teacher decisions based on needs and interests of students, as well as the community context) 20 Total Hours Physical Education 1

23 Table 2. Suggested Year Plan - Outcome Focus Suggested Year Plan Outcome Emphasis Initiate Extend Apply/Challenge Teachers are initiating student learning through teacher-led learning experiences. This often involves new learnings for students. Teachers are extending student learning by building on previously initiated and connected learnings. Teachers are facilitating student learning by guiding students through learning experiences that challenge them to apply the knowledge, understandings, skills, and attitudes gained through previous initiated and extended learning. Outcomes Month Time Health-related Fitness Active Living Locomotor Skills Nonlocomotor Skills Manipulative Skills Movement Variables Rhythmical Movement Play Strategies and Skills Safety and Cooperation Relationships Aug./Sept. 13 hours October 11 hours November 11 hours December 8 hours January 9 hours February 8 hours March 8 hours April 11 hours May 11 hours June 10 hours Physical Education 1 17

24 Time Frame Plan The recommended planning framework for physical education is a time frame plan. This planning framework encourages teachers to focus their planning for a period of time, while recognizing that students should not be expected to fully achieve an outcome by the end of a time frame. Outcomes are to be achieved by the end of the grade. The graphic organizer, shown in Figure 3, could be followed when planning for the first month of instruction. At the centre of the graphic is the entry outcome. This is an outcome that could be the main focus for the month. It could influence the planning for all lessons throughout the month. The surrounding outcomes are all interconnected with the entry outcome and some of them would be incorporated into the learnings of each lesson throughout the month. (Note: For balanced attention to the outcomes and balanced planning, the entry outcome would change for most months of the year.) Figure 3. Sample Graphic Organizer for Time Frame Plan August/ September Outcome 1.2 Active Living Outcome 1.3 Locomotor Skills Outcome 1.8 Play Strategies and Skills Entry Outcome: 1.1 Health-related Fitness Outcome 1.9 Safety and Cooperation Outcome 1.10 Relationships 18 Physical Education 1

25 Table 3. Sample Time Frame Planning Template Time Frame Planning Time Frame: (e.g., August/September 13 hours of Instruction) Entry Outcome: [e.g., Health-related Fitness (1.1)] Entry Outcome Focus: The teacher identifies the specific learnings that will be the focus of planning for the time frame. The teacher could refer to specific indicators in this section. Example: Indicators b., c., d., e., f., and g. Suggested Interconnected Outcomes: The teacher identifies the outcomes that are a supporting focus and interconnected learnings for the entry outcome. Students progress towards achieving each of these outcomes throughout the time frame through teacher-developed authentic learning experiences. The teacher could also identify the specific indicators that will support teacher planning and student learning. Example: Active Living (1.2) Indicators a., b., c., and d. Locomotor Skills (1.3) Indicators a., f., g., h., l., m., n., and p. Play Strategies and Skills (1.8) Indicators b., c., d., and e. Safety and Cooperation (1.9) Indicators a., b., and g. Relationships (1.10) Indicators c. and d. Note: Outcomes and indicators begin on page 30 of this curriculum. Learning Sequence: The teacher would map out the sequence of learnings based on the outcomes and indicators identified for the time frame. Specifically, the teacher could create a brief description of what will happen each day during this time frame. Each of these indicators provides ideas of what the teacher could connect together to create a series of lessons. Lesson Planning The prerequisite of a meaningful learning experience is a well-planned physical education lesson. All lesson planning should begin with an analysis of the outcomes to determine what it is students should know, understand, and be able to do. The indicators related to each outcome guide the plan for learning in each lesson and demonstrate the types of knowledge required (i.e., factual, conceptual, procedural, metacognitive, or a combination) to achieve each outcome. The teacher should also consider the types of evidence that would demonstrate students have achieved the outcome and how they will assess student progression towards achieving the indicated outcomes. After the outcomes, indicators, and assessment decisions have been made, teachers could choose to use an opening for learning - development of learning - closure for learning format for the actual lesson. Teachers may also want to identify equipment, materials, and space needed, as well as organizational, safety, and management considerations to maximize learning opportunities. As outcomes are interconnected and interdependent, any combination of the outcomes can be the focus for a lesson of instruction. The teacher will have made connections between outcomes when creating the time frame plan. These connections should also be made when the teacher is planning a lesson. This will support students in developing a deeper understanding of the separate outcomes and, more importantly, deeper understandings of the connected learnings associated with being physically literate. Physical Education 1 19

26 Table 4. Sample Lesson Plan Template Lesson Plan Template Date: Outcome Focus: The teacher identifies the interrelated/interconnected outcomes that are the starting point for the lesson plan (e.g., 1.1 Health-related Fitness, 1.3 Locomotor Skills, and 1.8 Play Strategies and Skills) and analyzes these outcomes to determine the types of knowledge required (i.e., factual, conceptual, procedural, metacognitive, or a combination). Learning Focus: This is where the specific indicators for the lesson are identified. Assessment and Evaluation: The teacher determines the types of evidence that would demonstrate students have achieved the outcomes and plans strategies and processes to incorporate throughout the lesson that will support the teacher in determining if each student knows and can do this part of the process towards achieving the outcomes. Organization and Management Considerations: Planning related to organization of students, use of space, safety considerations, equipment requirements, rules, routines, and other factors can be planned here. Opening for Learning The teacher establishes the lesson focus, setting the stage for the flow of the lesson. The opening is clearly connected to the focus of the lesson and to the developmental and closure parts of the lesson. It is the initial whole in the recommended whole-to part-to whole approach for the flow of the entire lesson. Indicators: The teacher identifies the specific indicator(s) that will guide the learning. Development of Learning Learning Experience: The teacher can describe exactly what the students will be doing and what the teacher will be doing to open the lesson. This introductory movement activity should serve as a lead-in activity for the lesson focus. The indicators associated with the outcome focus for the lesson will provide ideas for the opening. The teacher will want to plan for adaptations and extensions in this section. This is the instructional portion of the lesson and should include a variety of experiences that will support students in achieving the outcomes and reflect the representative list of indicators. The learning opportunities planned for this section should transition from the lesson opening experience and students should be aware of what they will be learning during the lesson. Indicators: The teacher identifies the specific indicator(s) that will guide the learning. Closure for Learning Learning Experience: The teacher develops the learning sequence. It could include demonstrations, teacher-led practice of tasks (e.g., hop forward five times) and challenges (see how high in the air you can hop), learning stations, and cooperative activities and games play. As much as possible, this plan should be built with the inquiry process as the foundation for learning and student exploration being encouraged. Throughout this learning experience, the teacher should also include plans for questioning for deeper understanding (e.g., What do you feel happening to your heart? Is this a good thing to have happen when you are exercising?) The teacher will want to plan for adaptations and extensions in this section. This is a plan to review the key points of the lesson as stated in the lesson focus and emphasized throughout the lesson. It may be in the form of questions allowing students to provide insights regarding the extent to which the lesson outcomes have been attained. It could include additional assessment and evaluation strategies. Reflection: Following the lesson, the teacher could use this section to write a few notes that will assist in making decisions regarding future lessons. The main focus of this section should be self-questioning related to how well the students achieved the intended learnings for the lesson. The key question in this post-lesson thinking time should be as follows: If students do not know or cannot do the learning focus of this lesson, what will I do? This section will serve as the pre-thinking stage for a subsequent lesson. 20 Physical Education 1